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Aggression, Social Status, and Affiliation in Kindergarten Children: A Preliminary Study

Aggression, Social Status, and Affiliation in Kindergarten Children: A Preliminary Study <p>While much work has shown that aggressive and disruptive behavior in schools may be reinforced by friends and, for some individuals, enhanced social status in the classroom, few studies have examined these phenomena at school entry. This study sought to examine aggressive behavior patterns in kindergarten children in relation to other individual characteristics, peer affiliations, and classroom social positions. Subgroups of aggressive-unpopular and unaggressive-popular children were found, while a group of aggressive-popular students was not evident. Both aggressive and popular children tended to belong to groups composed of similar associates, indicating selective affiliation on these characteristics. Results are discussed in terms of their implications for intervention with and prevention of aggressive behavior through elementary school.</p> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Aggression, Social Status, and Affiliation in Kindergarten Children: A Preliminary Study

Education and Treatment of Children , Volume 30 (2) – Jun 13, 2007

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Publisher
West Virginia University Press
Copyright
Copyright © 2007 the Editorial Review Board, Education and Treatment of Children.
ISSN
0748-8491
eISSN
1934-8924

Abstract

<p>While much work has shown that aggressive and disruptive behavior in schools may be reinforced by friends and, for some individuals, enhanced social status in the classroom, few studies have examined these phenomena at school entry. This study sought to examine aggressive behavior patterns in kindergarten children in relation to other individual characteristics, peer affiliations, and classroom social positions. Subgroups of aggressive-unpopular and unaggressive-popular children were found, while a group of aggressive-popular students was not evident. Both aggressive and popular children tended to belong to groups composed of similar associates, indicating selective affiliation on these characteristics. Results are discussed in terms of their implications for intervention with and prevention of aggressive behavior through elementary school.</p>

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Jun 13, 2007

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